Ph.D., University of Toronto, 2010, Department of Curriculum, Teaching and Learning, Second Language Education
M.A., University of Hawaii at Manoa, 2003, Department of Second Language Studies, English as a Second Language
Areas of Research
English as an Additional Language (EAL), ESL/EFL, applied linguistics
Study abroad, international students, internalization in higher education
Refugees, Truth and Reconciliation, and ESL policy
Critical pedagogy and teacher education
Globalization, transnationalism, neoliberalism
Language ideology, sociolinguistics, discourse analysis, ethnography
Shin, H. & Park, J. S. (2016) (Eds.) Researching Language and neoliberalism. Journal of Multilingual and Multicultural Development, 37(5), 443-522.
Shin, H. (2014). (Ed.) Special themed issue on EAL education. Education Matters: The journal of teaching and learning 2(1), 3-183. http://em.journalhosting.ucalgary.ca/index.php/em/issue/view/7
Shin, H. & Sterzuk, A. (2019). Discourses, Practices, and Realities of Multilingualism in Higher Education. TESL Canada Journal, 36(1), 147-159. https://doi.org/10.18806/tesl.v36i1.1307
Shin, H. & Brenna, B. (2018). Multicultural English Picture Books and Critical Response in Asian EFL Classrooms. The Journal of Asia TEFL, 15(4), 1230-1238.DOI: http://dx.doi.org/10.18823/asiatefl.2018.15.4.26.1230
Shin, H. & Jeon, M. (2018). Intercultural competence and critical English language teacher education. English Teaching, 73 (4), 125-147.
Shin, H. & Jang, I. C. (2018). Doing critical sociolinguistic ethnography: Analyzing processes and situating cases. The Sociolinguistic Journal of Korea, 26(3), 117-144.
Shin, H. (2016). Neoliberalism, English and social reproduction: Implications for language policy research. Language policy and language education, 2, 92-108.
Shin, H. (2016). Language “skills” and the neoliberal English education industry. Journal of Multilingual and Multicultural Development, 37(5), 509-522.
Shin, H. & Park, J. S. (2016). Researching Language and neoliberalism. Journal of Multilingual and Multicultural Development, 37(5), 443-452.
Shin, H. (2015). Everyday racism in Canadian schools: Ideologies of language and culture among Korean transnational students in Toronto. Journal of Multilingual and Multicultural Development, 36(1), 67-79.
Shin, H. (2014). Social Class, Habitus, and Language Learning: The Case of Korean Early Study-Abroad Students, Journal of Language, Identity & Education, 13 (2), 99-103.
Shin, H. (2013). Ambivalent calculations in Toronto: Negotiating the meaning of success among early Study Abroad high school students, Asian and Pacific Migration Journal, 22(4), 527-546.
Shin, H. (2012). From FOB to COOL: Transnational migrant students in Toronto and the styling of global linguistic capital, Journal of Sociolinguistics, 16(2), 184-200.
Shin, H. (2006). Rethinking TESOL from a SOL’s perspective: Indigenous epistemology and decolonizing TESOL praxis. Critical Inquiry in Language Studies, 3(2&3), 147-167.
Shin, H. & Crookes, G. (2005). Indigenous critical traditions for teaching English as a Foreign Language? –A historical and comparative perspective for the case of Korea. Critical Inquiry in Language Studies, 2(2), 95-112.
Shin, H. & Crookes, G. (2005). Exploring the possibilities for EFL critical pedagogy in Korea. Critical Inquiry in Language Studies, 2(2), 113-138.
CHAPTERS IN BOOKS
Shin, H. & Lee, B. (2019) “English Divide” and ELT in Korea: Towards Critical ELT Policy and Practices. In: Gao X. (eds) Second Handbook of English Language Teaching. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-319-58542-0_5-1
Shin, H. & Robertson, K. (2018). Immigrant and minority parent engagement: A participatory approach in pre-service teacher education program. In Y. Guo (Ed.). Home-school relations: International perspectives (pp. 267-284). Singapore: Springer.
Shin, H. (2015). From FOB to COOL: Transnational migrant students in Toronto and the styling of global linguistic capital. In A. Lo, N. Abelmann, S.A. Kwon & S. Okazaki (Eds.), South Korea’s education exodus: The Life and Times of Study Abroad (pp. 147-167). Seattle, WA: University of Washington Press. (Revision of Shin, 2012)
Shin, H. & Kubota, R. (2008). Postcolonialism and globalization in language education. In B. Spolsky & F. M. Hult (Eds.), The handbook of Educational Linguistics (pp. 206-219). Malden, MA: Blackwell Publishing.
Shin, H. (2007). ELT in Korea: Toward globalization or glocalization? In J. Cummins & C. Davison (Eds.), International handbook of English Language Teaching, Vol. 1 (pp. 75-86). Norwell, MA: Springer.
Shin, H. (2019). English Language Ideologies in Korea: Interpreting the Past and Present. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2019.1621110
Shin, H. (2007). Medium of instruction policies: Which agenda? Whose agenda? Language Awareness, 16(1), 75-77.
Shin, H. (2006). Racism without racists. TESOL Quarterly, 40(3), 652-654.
Shin, H. (2006). Negotiating bilingual and bicultural identities. Journal of Language, Identity, and Education, 5(2), 251-255.
Awards and Recognitions
Government of Canada Post-doctoral Research Fellowship, Department of Language and Literacy Education, University of British Columbia (UBC), Vancouver, Canada, 2010-2011.
International Scholarship, British Association for Applied Linguistics (BAAL), 2010
School of Graduate Studies Research Travel Grant, University of Toronto, 2007-2008.
The Language Learning Doctoral Dissertation Grant, Language Learning Journal, 2007.
Ontario Graduate Scholarship, Ontario Ministry of Training, Colleges, and Universities, 2005-2006. 2004-2005.
Tedx University of Saskatchewan - What a PhD couldn't teach me about diversity. September 7, 2019.
|Dr. Hyunjung Shin, Assistant Professor
Department of Curriculium Studies
College of Education
University of Saskatchewan
28 Campus Dr, Room 3120
Saskatoon, SK S7N 0X1